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teacher education

Measuring Quality in Teacher Education Programmes

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SKU: ioeps-7-2

Quality has always been a major concern in higher education; in fact some accrediting agencies date back to the 1800s (Rhoades and Sporn 2002). Since the mid-1980s, issues of quality assurance have been raised in various coun­tries and international fora with increasing rapidity. Today there is an on­going international conversation about the quality of higher education and quality assurance in tertiary education worldwide.

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Introduction

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SKU: ioeps-7-1

The imperatives for the establishment of quality assurance mechanisms, and the need to create a culture of quality within higher education have been well established in the various debates on quality which have intensified since the 1980s.

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A Rationale for the Critical Reorientation of Jamaican Teacher Education

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SKU: ioeps-2-2

In this paper I advocate a critical reorientation of the way we think about the practice of teacher education in Jamaica. I suggest this as a strategy for challenging the resilience of traditional, teacher-centred pedagogy in our schools. To make my case I share the findings of a study that used the theoretical discourse of critical pedagogy as a conceptual framework to examine teaching practices in a Jamaican teachers college.

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How to Effectively Integrate Technology into Teacher Education

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SKU: ioeps-1-8

It is evident that individual lecturers have to use technology in delivering course materials in the teachers colleges. However, to effectively integrate "technology" into teacher education, lecturers must consider several major issues, such as justification, and long and short-term plans, as well as purchasing safety, and equipment accommodation. This paper presents several issues to be considered in the process of integrating technology into the curriculum of the teachers colleges. Attempts are also made to alleviate fears associated with using technology in the classroom

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Revisiting the Practical Teaching Component of the Teacher Education Programmes in the Eastern Caribbean

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SKU: JEDIC-8-12-4

The evidence seems to suggest that (i) little attention has been paid to re-structuring the practical-teaching component in the Eastern Caribbean programmes over the past forty years; (ii) the duration of the exercise is apparently being reduced rather than being increased in line with current trends; and (iii) neither the notion of the co-operating teacher nor of a more developmental role for the University of the West Indies seems to be formally integrated into the practical teaching exercise.

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Stories that Transform Teachers: The Use of Fiction in Teacher Education Programmes

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SKU: cje-36-1-2-5

Through the ages, storytellers have known that well-told ‘complicated stories’ are, first and foremost, a source of entertainment for people of all ages. However, research suggests that, even as we are entertained by fiction, we benefit from listening to or reading fiction in other ways as well. Fiction illuminates ‘imagined-worlds,’ and socially constructed perspectives of identity and culture as it guides readers into critiquing portrayals of self and others, minimizing the caricaturing of the ‘Other’ (Clifford & Kalyanpur, 2011).

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Is the Jury Still Out? Team Leaders' Opinions of External Assessment Practices in Teacher Education Institutions in Jamaica

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SKU: cje-27-1-3

The external assessment of Year Three Practicum is an important component of the assessment process to certify teachers completing the teacher education programme in Jamaica. Students are required to complete nine credit hours* (16 weeks) of practicum, distributed over the three years of intramural study at the teacher education institution. The period of practice in the first and second years is assessed internally, with the third year externally examined (Joint Board of Teacher Education 2003).

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Teaching About Teaching - A Strategy

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SKU: cje-5-1-2-7

Central to the educative process is the transaction which takes place between the learner and the teacher. The main concern, therefore, of teacher education programmes is to improve the quality of future transactions by help­ing teachers (in-service and in-training) to understand the learner, the dynamics of learning, and their own roles in the transaction. The case study presented in this article is based on the premise that student-teachers will contlnue to grope in the dark until they have developed the necessary understandings and insights.

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The Socializing Functions of Teacher-Education: System Maintenance or Change?

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SKU: cje-2-1

This paper examines the possibility that teachers in the present teacher-education system are being prepared as "gate-keepers" and for "system-maintenance" rather than as promoters and developers of the full potential of students for change processes. It discusses the probable effects of the gate-keeping and system maintenance function when the society is assumed to be unihierarchical. 

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Some Developments and Problems of Teacher-Education in the Third World

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SKU: cje-2-1

This paper attempts to trace the major developments in teacher-education which have taken place in many Third World countries, especially in ex-British colonial territories, but focuses more on some current dilemmas in education and teacher-education which these countries face.

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